The labour market is changing at a faster pace than ever. The digital transition, artificial intelligence, the green economy and technological developments are constantly transforming professions and creating new demands in knowledge and skills. In this environment, the question of connecting education with the real needs of the economy is climbing ever higher on the European agenda.
The issue was at the centre of the international conference "People, Skills and Partnerships: Delivering reforms for vocational education and training in the Mediterranean", held in the framework of the Cyprus EU Presidency and attended by Politis. Through the contributions of European officials, experts and representatives of educational organisations, a common conclusion emerged: skills are now the key to the competitiveness of economies and the employability of citizens.
The great challenge
In an interview with Politis, the director of the European Training Foundation (ETF), Dr Pilvi Torsti, described the organisation's role as the only one in the EU operating outside its member states, focusing on the development of human capital through education and labour markets. As she explained, the ETF monitors education systems, analyses future skills needs, supports reforms and contributes to shaping policies that link education with the economy. "The goal is to bring the needs of the labour market and education closer together," she said.
She noted that Cyprus presents a positive picture as regards unemployment compared with many other European countries. However, she pointed out that the needs created by the green and digital transitions demand an increasingly specialised and properly trained workforce. Dr Torsti avoided suggesting specific reforms for Cyprus, stressing that every country has its own historical and educational trajectory. "What matters is to understand the needs of the labour market and then to examine how education can adapt and evolve to respond to those needs," she said.
At the same time, she underlined that the objective remains a meaningful connection between education and employment. "What is needed is to bridge the gap between education and employment, so that the two sectors operate more closely linked."
From degrees to skills
The changes in the labour market bring back to the forefront the discussion around the continuous upgrading of knowledge and skills. Dr Torsti noted that many workers already hold academic qualifications, without this meaning they cover the new needs being created in the economy. "Many people already hold university degrees, but they may need shorter, targeted training programmes in order to respond to the evolving needs of the labour market," she said, with particular reference to reskilling, upskilling, adult education and micro-credentials.
Similarly, Dr Venetia Papa, assistant professor of Journalism and Digital Media at the Cyprus University of Technology (Tepak), argued that the key issue today is not simply access to technology, but the ability to make use of it for the benefit of new professional prospects.
Despite the fact that young people acquire skills in the use of digital tools, content creation and artificial intelligence applications, phenomena of unemployment, underemployment and precarious forms of work continue to be recorded. "The challenge is not simply digital access. The challenge is the conversion of digital skills into meaningful opportunities," she stressed.
According to her, technological knowledge must be combined with analytical thinking, adaptability and a substantive understanding of the digital environment, while media literacy and AI literacy are now acquiring particular importance.
Skills that do not age
The speed at which technologies change creates a new question: which skills remain useful over time? Dr Torsti argued that, although specialised technical knowledge remains essential, it is core competences that allow people to adapt to constant change. "Specific technical skills may become outdated even before a student completes a programme, but core competences remain relevant and facilitate reskilling and upskilling throughout life," she said.
Correspondingly, Anastasia Pouliou of Cedefop pointed out that vocational education no longer focuses exclusively on technical and professional knowledge. Growing importance, she explained, is being attached to transversal skills such as problem solving, critical thinking, communication and adaptability, which are considered essential in an environment that changes constantly. This development is one of the most significant European trends in vocational education and training, she added.
Vocational schools as ecosystems
The change concerns not only the content of studies but also the way educational institutions operate. George Zisimos, head of the ETF's Policy Advice Unit for Human Capital Development, noted that vocational schools have changed significantly compared with those operating three decades ago. The entry of new technologies, artificial intelligence, upgraded infrastructure, new curricula and closer partnerships with businesses have changed the character of vocational education. "In many cases, they are no longer simply schools. They have been transformed into skills ecosystems," he said characteristically.
As he explained, these ecosystems involve businesses, local communities, universities, research institutions, chambers, sectoral skills councils, young people and state bodies.
For her part, Anastasia Pouliou described vocational excellence as a concept directly linked to innovation, flexibility, personalised learning and the development of such collaborative ecosystems. She also noted that across Europe, simulation environments, virtual reality applications and assessment methods based on real work experience are being used ever more widely.
Tools of adaptation
The need for continuous upgrading of knowledge brings both apprenticeships and lifelong learning back to the forefront. According to Dr Torsti, the most successful education systems are those that build strong foundations from the earliest stages of education while providing flexible learning opportunities throughout life. She attached particular weight to micro-credentials and short forms of training, which allow workers to renew their knowledge according to the needs of the economy, and referred to the different apprenticeship models applied across Europe.
As she explained, Finland operates two different apprenticeship pathways, one for young people and one for adults seeking a career change. "In both cases the apprentices are paid," she said, explaining that the level and manner of pay differs according to the experience and skills of the participants.
Demographics and employment
The discussion on skills was also linked to the demographic challenges facing Europe. Dr Torsti recalled that the EU's new Pact for the Mediterranean places particular emphasis on the empowerment of women and their greater participation in the labour market.
As she pointed out, in several Mediterranean countries youthful populations coexist with low rates of female employment, while at the same time Europe faces an ageing population and the gradual shrinking of its workforce. "It is becoming increasingly important to make full use of the available workforce, and that means both men and women," she stressed.
A turn towards technical schools
Of significant interest was the example of Montenegro, presented by the deputy director general of the country's Ministry of Education, Science and Innovation, Marko Vukasinovic. As he said, Montenegro has adopted a new education reform strategy with a 2035 horizon, investing in infrastructure, practical learning and the modernisation of curricula.
He said he was struck when he found that this year, for the first time, one of the best-known general education schools in the capital did not fill all its available places during the first phase of enrolments, at a time when vocational schools attracted increased interest. "This tells us something important," he said, attributing the development to more relevant curricula, better equipped schools, upgraded infrastructure and a stronger connection with the needs of the labour market.
The Cypriot reality
The European discussions acquire particular significance in the light of developments already recorded in Cyprus. According to Politis reporting, the increased interest of pupils in attending technical schools is now creating new challenges, as the available places are not sufficient to meet demand. In statements to Politis, the director of Secondary Technical and Vocational Education, Elias Markadjis, confirmed that this picture has been recorded over the past two to three years.
"This is a positive and welcome phenomenon," he said, explaining that the efforts to raise the profile of Technical Education and technical professions appear to be bearing fruit. As he noted, the labour market continues to have significant needs in specialisations such as electricians, plumbers and other tradespeople, while certain professions face the risk of shrinking despite increased demand. At the same time, however, this success is creating pressure on the system.
"The increase in demand is leading us to reject pupils, often excellent pupils, because there are no available places," he said characteristically.
The education of tomorrow
The discussion around vocational education has now shifted beyond the traditional dilemma of choosing between an academic and a technical direction. At its centre lies the development of skills that can be constantly renewed, the effective connection of education with the needs of businesses and the creation of flexible learning pathways throughout life.
At a time when the labour market is changing faster than ever, Technical and Vocational Education appears to be acquiring an ever more central role in the discussion about the future of work, employment and economic growth.
